Departmental spaces (academic)
Public space (café and art gallery)
Common areas (classrooms, auditoriums, elevators, lobby)
• Faculty of Arts (founded in 1843) is one
of the oldest and one of the largest in Canada: 5000 undergraduates, 1000
graduates, 250 full-time staff.
• Consolidate the Faculty into one area
(it is currently spread out over 20 or so buildings throughout the campus)
• Faculty lacks a center of gravity, a core.
• What will happened to existing facilities
once new building is created
• All building along Dr. Penfield between
Stanley and Pine belong to McGill, except pumping station and apartment
building on McTavish
• Parking and vehicular access for handicapped
(visitor parking is not required)
• Art gallery: encourages public enteraction
with university and:
This very public interface demands the the building be an inviting and
non-intimidating place where visitors, students and faculty feel at ease.
The building's spatial organization must be intelligible, its public spaces
bright and its ambiance welcoming. (Sheppard, p.24)
• "The building must speak of the campus,
of its neighbourhood and of Montreal, without resorting to a replication
of the surrounding architecture." (Sheppard, p.26)
• all spaces in continual use must have
windows, and these must be operable
• the building should be clearly interconnected
to allow for a continuous passage
Not only does the main lobby give the visitor the first impression of
the Faculty, but to some degree sets the architectural tone for the entire
building. [...] The lobby must be generous in height and breadth and have
a major window onto the street. [...] To be effective, the lobby should
be designed as a naturally-lit centre of this inter-connective space and
should contain a principal information desk or porter's office. (Sheppard,
• no classroom or seminar room should be
designated as an exclusive-use facility of any department
• washrooms should be located on every floor
except the ground floor (for security reasons)
East Asian Studies
English and French Language
French Language and Literature
Russian and Slavic Studies
large seminar/meeting rooms, classrooms, auditoriums, research offices,
art gallery, café, lobby and circulation, washrooms, elevators, services,
Additions to program (suggestions):
Similar to existing facilities in the Redpath
Library. Shared between the Departments, for student use; research, access
to library catalogues, communication, etc. Reqiures special wiring and ventilation.
Could be used for indirect heat gain. Could house
water treatment facilities (living machines). Could act as meeting place
and allows for year-round vegetation.
Being a sustainably designed building on campus, it provides the opportunity
to inform its users about how it is functioning. These methods should be
incorporated into the architectural language of the building but could also
be accomplished through use of displays or through the internet.
The landscaping for all of the proposed buildings is an important aspect
of the design. The lanscpaing should be seen as part of the building itself
for it too if functional and will be the first layer of the building envelope,
and thus the most public.
Optimal building depth to allow daylight penetration.
Minimum with of corridors: 1100mm
Various building configuration strategies to allow natural daylighting
throughout a large portion of the building.
Long side of building should face south to capitalize on solar heat gain.
Adam Joseph Lewis Centre for Environmental Studies,
Oberlin College, Ohio (2000)
William McDonough and Partners
There are many remarkable things about the Adam
Joseph Lewis Center for Environmental Studies, but none more so than its
system for purifying wastewater to be reused for non-potable uses. The room
(greenhouse) is filled with light and greenery, two of the components necessary
to break down the impurities, and it was not an unpleasant place to be.
David Orr believes passionately that buildings should teach, especially
those on college campuses, and in that regard this building succeeds brilliantly,
beginning with an interactive data console to be located near the entrance.
Visitors will be able to query the building and measure its performance.
"Most of our buildings tell us none of that. What they do teach, according
to Orr, is that locality is unimportant, energy is cheap and to be wasted,
and that the materials used, where they came from and how they will be disposed
of are well immaterial."
The lessons conveyed by the building are apparent throughout. It tells
its occupants, through its use of durable and low maintenance materials but
high in recycled content, that resource conservation is important. It emphasizes
user health and well-being through the selection of low-VOC materials, paints
and adhesives, and through the abundance of daylight, operable windows and
100 percent fresh air provided for all regularly occupied spaces. Both the
mechanical systems and the solar design continually demonstrate methodologies
for reducing energy use. It values our forests by requiring that all wood
products are supplied according to the standards and specification language
endorsed by the Forest Stewardship Council. The previously mentioned Living
Machine teaches the natural purification processes of ponds and marshes.
All landscaping is indigenous, comprised of the species commonly found
in northeastern Ohio.
• Discharge no wastewater, i.e., drinking water in,
drinking water out.
• Generate more electricity than it uses.
• Use no materials known to be carcinogenic, mutagenic,
or endocrine disrupters.
• Use energy and materials with great efficiency.
• Promote confidence with environmental technologies.
• Use products and materials grown or manufactured sustainably.
• Landscape to promote biological diversity.
• Promote analytical skill in assessing full costs over
the lifetime of the building.
• Promote ecological competence and mindfulness of place.
• Become, in its design and operations, genuinely pedagogical.
• Meet rigorous requirements for full-cost accounting.
13,600 square feet
Auditorium (100 seats)
The Lewis Center consists of two structures: a two-story main building
that houses classrooms, faculty offices and a two-story atrium; and a connected
structure that hosts a 100-seat auditorium and a solarium. Its brick exterior
makes reference to the campus's turn-of-the-century building style, while
its use of glass curtain wall and its curved roofs add a touch of modernism.
Dominating the interior is an exposed curved ceiling, which is supported
by 13 arched glulam wood beams and sheathed with white fir plywood panels.
Interior walls do not extend to the ceiling, creating open space throughout
the upper portions of the building for light to pass and to further expose
the timber ceiling.
The materials were also selected for their durability and low maintenance
Building siting. The building is oriented on an east-west axis to take
advantage of daylight and solar heat gain. All of major classrooms are situated
along the southern exposure to maximize daylight.
Solar heat gain. The thermal mass of the building's concrete floors and
exposed masonry walls helps to retain and reradiate heat.
Overhanging eaves and a vine-covered trellis on the south elevation help
to shade the building, and an earth berm along the north wall further insulates
Fresh air. Natural ventilation is utilized in all occupied spaces via
operable windows to supplement conditioned air supplied through the heating,
ventilation and air-conditioning (HVAC) system.
Geothermal energy. The center utilizes 24 geothermal wells to heat and
cool the space. Water circulates through closed-loop pipes to water-source
heat pumps located in each space throughout the building.
For McDonough, the notion of sustainable design isn't limited to a laundry
list of efficiency measures. "A sustainable building is much richer than
a green building," he says. "Sustainable design incorporates culture, art,
society, economics - a quality of life. It's not just a simple issue of energy
Bauhaus Building, Dessau (1925-26)
Clear expression of the various wings of the school around the pinwheel
plan. Each function is delegated to a separate wing connected by a bridge
housing the administrative offices.
Includes student housing as part of overall building.
Programme On Educational Building (PEB). Redefining the Place to Learn.
France: OECD, 1995.
Programme On Educational Building (PEB). Designs for Learning: 55 Exemplary
Educational Facilities. France: OECD, 2001.
Ramsey, Charles George and Harold Reeve Sleeper. Architectural Graphic
Standards (9th Edition). New York: John Wiley & Sons Inc., 1994.
Nerdinger, Winfred. Walter Gropius. Berlin: Bauhaus-Archiv, 1985.
(EcoSchools homepage – links to various sustainably designed schools)
(links to other projects by McDonough + Partners)
(architect’s brief project summary – contains links to other sites which
describe project in detail)
(extensive site – covering every detail of the building with live feeds
of building’s systems and energy consumption)
(interview with McDonough – Metropolis Magazine Aug/Sept 2001)
(online article by Penny Bonda)
(online article by Dave Barista)
(Jestico + Whiles homepage - Open University Business School in Milton
Keynes (2001) and Museum of Welsh Life, St. Fagans (1999))
(describes three sustainably designed schools)
(Truex Cullins and Partners Architects - Vermont Law School’s new classroom
(Montgomery Campus, California College of Arts and Crafts, San Francisco
William Leddy - TLMS Architects)
Truppin, Andrea. “William McDonough: 1999 Designer of the Year.” Interiors
January 1999: 95-117.
Rocky Mountain Institute. Green Developments. 1997 (CD ROM).
Sheppard, Adrian. Defining a New Arts Building: Architectural Design Guidelines
and Program Statement. August 2000.